ABSTRACT

While there has been some research centering trans* and gender non-conforming (TGNC) faculty, more is needed to address how they navigate classroom spaces and students’ resistance to and about trans* bodies. The purpose of this study was to examine the resistance TGNC educators experienced from students, colleagues, as well as their larger higher education institutions. Findings from this study suggest that TGNC faculty simotaneously experinece hypervisibility and invisiblity both in their classrooms as well as on their campuses. Participants described types of student resistance, rooted within a dichotomous gender bianry. Participants also described increased labor and were often expected to do more emotional and pedagogical work due to their identities. Given these specific experineces, we discuss these faculty’s experiences as we call an instiuttional comitment to unknowing gender, an enviornment within higher education that serves reify the gender binary.

摘要

虽然已经有一些以跨性别和不符合性别 (TGNC) 教师为中心的研究，但还需要更多的研究来解决他们如何驾驭课堂空间以及学生对跨性别身体的抵制和对跨性别身体的抵制。本研究的目的是检查 TGNC 教育工作者从学生、同事以及他们更大的高等教育机构中遇到的阻力。这项研究的结果表明，TGNC 教师在课堂和校园中同时体验到超可视性和不可视性。参与者描述了植根于二分法性别偏见的学生抵抗类型。参与者还描述了增加的劳动，并且由于他们的身份，他们通常被期望做更多的情感和教学工作。鉴于这些具体的经验，